Stefanie is the coordinator of the course “Biological Correlates of Individual Differences” and supervisor for traineeships and master theses.
How did your journey in teaching begin, and what keeps you passionate about it today?
When I was a student, I worked as a volunteer at an Aphasia Center where I gave communication training to people who had aphasia (i.e., an impairment in a person’s ability to comprehend or formulate language because of dysfunction in a specific brain region). I enjoyed it so much, because I could see people improve in their communication skills and thereby improving their quality of life. Giving something back to the community was the driving force for me. So, when I pursued a PhD position at Tilburg University and I was able to teach again, this excited me very much. Being able to see students grow and pursue their own ideas and dreams based on what I teach them, is what makes me passionate about teaching today.
What inspired you to pursue a career in research, and what continues to drive your curiosity?
During my master’s I collected data for a large study on Bipolar Disorder and that gave me a good insight in what it was like to conduct research. I also wrote my master thesis on that project and it was very exciting for me to see how everything comes together: the conceptualization, the colleting of data, and then analyzing the data to see whether my hypotheses were correct. Answering these research questions actually came with more questions: but why do we find this, and how can we discover underlying mechanisms? I had very enthusiastic and talented supervisors, and they inspired me to pursue a career in research. I started working as a junior researcher at Tilburg University, and again I was very lucky with my supervisors and was able to start a PhD position shortly after. I’m a very curious person and I love to solve puzzles, so being able to do that on a daily basis drives me to do well.
When you study people and human behavior, what aspects fascinate you the most?
The differences between people in how they interpret situations and solve problems.
What do you find most rewarding about being in the classroom with students?
When I am able to explain a difficult concept and see the moment the students start to understand it. The moment it ‘clicks’. The subject I teach is quite difficult, but when I notice that students start to understand what I’m saying and they become enthusiastic about the subject as well, is very exciting.
Looking ahead, what topics or trends in your field are you most excited to explore with students?
Methodological changes in the way we assess and analyze stress. Technology is already a very big part of our lives, but it will only become more important. Being able to explore the different options with a generation that is brought up with lots of technology, is very interesting to me.
In your view, what makes IDA students stand out from others you’ve taught or worked with?
Their entusiasm, drive, and motivation to do well. IDA students really try to understand what I teach them, instead of just taking it all in. That leads to very interesting and fun conversations and discussions.
Can you share a collaborative project with an IDA student that was especially meaningful or exciting to you?
Last year, I supervised a student who collected data in the laboratory on stress and exercise for her master thesis. We are currently still collecting data for this project, so we can actually write a paper together.
What advice would you give future IDA students who want to make the most of the program?
Try to explore as many options as you can. So collaborate with teachers from all departments, because you might develop a new interest that you did not know you had. It is very tempting to choose a supervisor that you already know, but exploring different options is very important.
What topics are you currently exploring in your work, and what new areas would you love to dive into in the future?
I’m looking into dynamic stress responses, meaning that I’m interested in exploring what happens during stress and how the pattern of stress responses might differ between people while they deal with the stressor. I’m particularly interested in how pathological personality traits affect these responses. Furthermore, I’m also interested in emotion regulation and together with a colleague we will explore the effectiveness of using music as an emotional regulator in daily life.
Outside of academia, what do you enjoy doing to recharge or spark creativity?
As I said before, I love solving puzzles. Escape rooms with friends are on the top of my list, but playing boardgames is also a big favorite. But the hobby I spend the most time on is golf. Most people still see it as a sport for old people, but more and more younger individuals start playing this very interesting and challenging sport. It is very relaxing to play a round of golf after a long or stressful day at work, and spend time with your friends while walking in a lovely environment outside.
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